Measuring student engagement, satisfaction and academic performance in a mathematics hybrid classroom environment
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ID: 287506
2025
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Abstract
This study develops and validates the Satisfaction and Engagement in Hybrid Learning (SEHL) Questionnaire, a psychometrically sound instrument designed to measure student engagement and satisfaction in hybrid mathematics education. Despite the growing adoption of hybrid learning, research on the specific factors influencing student outcomes remains limited, particularly in mathematics education. To address this gap, the study employs a descriptive exploratory sequential mixed-methods research design, integrating qualitative insights with rigorous quantitative validation. The instrument was refined through three phases: (1) thematic analysis of student feedback to generate survey items, (2) expert validation of face and content validity, and (3) pilot testing with n = 365 students. Advanced statistical techniques, including Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), further validated the SEHL, resulting in a 56-item instrument (14 engagement, 42 satisfaction items) with high internal reliability (Cronbach’s α = 0.941 for engagement, 0.983 for satisfaction). Findings indicate that student engagement — comprising cognitive (M=3.47) , affective (M = 3.11) , and behavioral dimensions (M = 3.34) — significantly predicts academic performance (β = 0.280, p < 0.001), whereas satisfaction indirectly influences performance by enhancing engagement (β = 0.820, p < 0.001) but does not directly predict grades (β = 0.052, p = 0.551). Students reported high level of satisfaction with instructor support and characteristics (M = 3.56); and technology and course design (M = 3.50), but faced challenges in self-regulation, highlighting the need for targeted interventions. This study contributes a validated assessment tool for hybrid learning and reinforces engagement as a key predictor of academic success in mathematics education. The findings refine theoretical models of engagement and satisfaction while setting a benchmark for instrument development in educational research. Future studies should explore the SEHL’s applicability to advanced mathematics courses and diverse academic settings to further optimize hybrid learning strategies.
Keywords: Academic Performance, Engagement, Hybrid Learning, Mathematics Education, Satisfaction
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| Authors | San Pablo, Generie Mae G. |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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